International Transaction Journal of Engineering,
Management, & Applied Sciences & Technologies

FEATURE PEER-REVIEWED ARTICLE

• MOOC-BASED FOR SCIENCE OF MEDICINE TEACHING

  Nadezhda N. Sokolaeva (Institute of Linguistics and Intercultural Communication, I.M. Sechenov First Moscow State Medical University, RUSSIA and Department of Quality Management and Certification, MIREA - Russian Technological University, RUSSIA),
  Liliya A. Kripakova (Institute of Linguistics and Intercultural Communication, I.M. Sechenov First Moscow State Medical University, RUSSIA ),
  Nikolay S. Chekalkin (Department of High Mathematics-2, MIREA - Russian Technological University, RUSSIA),
  Maxim A. Nazarenko (Department of Quality Management and Certification, MIREA - Russian Technological University, RUSSIA).
  

  Disciplinary: Multidisciplinary (Education (Teaching English), Information Technology (MOOC), Medicine and Pharmacy).

  (Backup file)

  DOI: 10.14456/ITJEMAST.2020.174

  Keywords: MOOC English course; MOOC evaluation; MOOC questionnaire; online course; Pharmacy senior students.

  Abstract
  The article describes the practice of utilizing Massive Open Online Courses (MOOCs) at Sechenov Medical University for teaching English. MOOCs on the platform "Future Learn" is intended for specialists, but they also can be used to improve language skills. We analyze how MOOCs affect the learning process in general, and the MOOC "Science of Medicines" being included in the training program "Translational Medicine" for pharmaceutical students, in particular. On completing the course, students were offered to fill in a questionnaire. We ask them whether it is reasonable to use MOOCs this way, to give the pros and cons as well as to assess their achievements. "Science of Medicines" is a 6-week online course designed for specialists in pharmacy, that’s why it was given to the forth-year students of pharmacy, who had got specialist training long enough to cope with the course (3 academic groups comprising 37 students). All the students completed the course on time but 43 percent had to admit that their English was not good enough and 70 percent designated the course as difficult or very difficult. The average rating of their achievements was 3.85, according to their assessment on a five-point scale.
  
  Paper ID: 11A9L